Use of peer-assessment and self-assessment with students in tertiary-level educationPart of : Εφαρμοσμένη γλωσσολογία ; No.24, 2008, pages 53-78
Peer- and self-assessment, as part of alternative/authentic assessment, would seem to contribute both to the evaluation of learners’ language knowledge and of learners ’ language performance. The research which was undertaken aimed to discover: (a) what information the marking patterns emerging from the deployment of peer-assessment and self-assessment as well as instructor-assessment may provide, and (b) how students respond to such involvement in the assessment process. In the case of (a), this was achieved by means of direct measures of assessment of oral and written performance collected from university students who participated in alternative methods, and in the case of (b), through indirect measures gained from discussions and from the completion of a follow-up questionnaire. The research was undertaken, not only with the aim of throwing more light on the topic of peer-assessment and self-assessment, but with the expectation that the students involved as participants in this project would find the university courses they had taken more interesting due to their enhanced awareness, and that there would be an increase in the effectiveness of their learning because of this.
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